WorldCat Identities

National Centre for Vocational Education Research (Australia)

Overview
Works: 1,314 works in 1,940 publications in 1 language and 12,653 library holdings
Genres: Periodicals  Conference papers and proceedings  Bibliography  Directories  Abstracts 
Roles: Author, Editor
Classifications: LC1047.A8, 374.0130994
Publication Timeline
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Most widely held works about National Centre for Vocational Education Research (Australia)
 
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Most widely held works by National Centre for Vocational Education Research (Australia)
Australian vocational education and training statistics( )

in English and held by 257 WorldCat member libraries worldwide

This publication funded by the Australian National Training Authority "provides selected information about vocational education, and training that is funded, wholly or in part, from public funds."
Australian vocational education and training statistics 1999 : student outcomes survey national report by Leabrook (Australia) National Centre for Vocational Education Research( Book )

9 editions published between 1997 and 2000 in English and held by 125 WorldCat member libraries worldwide

This report presents the results from the 1999 national survey of students who undertook vocational education and training (VET) during 1998. This is the first survey of its type, and covers both TAFE graduates and TAFE students who have successfully completed some training and left the TAFE system at the time of the survey (module completers). Previous surveys covering TAFE graduates only were carried out in 1995, 1997 and 1998
Australian & New Zealand journal of vocational education research( )

in English and held by 88 WorldCat member libraries worldwide

Cross-cultural communication : a national resource guide by Maryellen Haines( Book )

1 edition published in 1992 in English and held by 77 WorldCat member libraries worldwide

The resource guide, designed for Australian educators in need of information about or skills in cross-cultural communication, lists print and audiovisual materials, personnel, and current projects in intercultural communication. Its contents were gathered by database search, survey, and interview. Introductory chapters describe the guide's construction and content, provide a subject index, and give an overview of cross-cultural communication issues in education. Subsequent sections contain citations of relevant texts (books, book chapters, journal articles, conference proceedings, individual conference reports, bibliographies, catalogs, directories, guides, handbooks, kits, manuals, papers and reports, and simulations and training packages), journals (Australian and overseas), and audiovisual resources (catalogs). The guide also lists and describes current cross-cultural communication projects in Australia, lists the names and addresses of individuals in a human resources network throughout Australia, and lists relevant databases and organizations. Appended materials include a list of abbreviations and acronyms, a description of the approach and methodology used in constructing the guide, author and title indexes, and sheets for readers to use in submitting updated information. (Mse)
Insight : news and information from the National Centre for Vocational Education Research by National Centre for Vocational Education Research (Australia)( )

in English and held by 67 WorldCat member libraries worldwide

Developing a competent workforce : adult learning strategies for vocational educators and trainers by Andrew Gonczi( Book )

2 editions published between 1992 and 1993 in English and held by 65 WorldCat member libraries worldwide

The intent of this document is to provide teachers in vocational education and trainers in industry, commerce and government with a greater understanding of the role of vocational education and training in the current context of economic and industrial change in Australia. Following an introduction, section 1 deals with the policy context of the development of human resources and explains the challenges to vocational educators. It includes the following: (1) "Workplace Reform and Vocational Education and Training" (Geoff Hayton); (2) "The Policy Context for Vocational Education and Training" (Andrew Gonczi, Paul Hager); and (3) "Challenges Facing Vocational Teachers and Trainers in the 1990s" (Geoff Scott). Section 2 deals with strategies for developing learning in the workplace and in vocational education settings. It includes the following: (1) "Communication Competence" (Michael Kaye); (2) "Self-Paced Learning" (Lann Dawes); (3) "Self-Directed Learning" (Griff Foley); (4) "Teaching for Critical Thinking" (Paul Hager); (5) "Mentoring and Coaching" (Peter Russell); (6) "Intensive Workshops" (Hank Schaafsma, Laraine Spindler); and (7) "Learning through Play: Simulations and Games" (Elizabeth Leigh, Hank Schaafsma). Section 3, on self-evaluation and ways of assessing learning, includes the following: (1) "Assessing Standards of Competence" (Doug McCurry); (2) "Assessment in Modern Vocational Education" (Geof Hawke, Liz Oliver); (3) "Recognition of Prior Learning" (Ruth Cohen); and (4) "Self-Evaluation" (Bob Gowing, Shirley Saunders). (Cml)
The market for vocational education and training by Chris, Ed Robinson( Book )

1 edition published in 1998 in English and held by 54 WorldCat member libraries worldwide

" ... the most comprehensive collection of papers yet compiled about vocational education and training markets in Australia [and] selected overseas experience ..."--Page iii
Succeeding against the odds : the outcomes attained by Indigenous students in Aboriginal community-controlled adult education colleges by Deborah Durnan( Book )

2 editions published in 1999 in English and held by 53 WorldCat member libraries worldwide

This report quantifies the outcomes being achieved by Indigenous students in accredited vocational education and training (VET) programs provided by independent Aboriginal community-controlled adult education colleges. The study shows that outcomes achieved in this sector were better than those being achieved by Indigenous students in the VET sector as a whole, despite the fact that students in this sector have experienced more severe educational and social disadvantage than Indigenous VET students as a whole. Also, reasonable employment outcomes are being attained in this sector, but pay is lower than for TAFE graduates
Creating a sense of place : Indigenous peoples in vocational education and training by Chris Robinson( Book )

1 edition published in 1999 in English and held by 53 WorldCat member libraries worldwide

The participation of Australia's indigenous peoples in vocational education and training (vet) and the outcomes of their participation were examined in a national study that involved four major data collection activities: investigation of statistics in the national vet collection and results of the Graduate Destination Survey; review of literature on performance indicators and determination of outcomes in vet; review of literature on factors contributing to indigenous students' success; and field studies that entailed interviewing managers, teachers, students, and others at 16 Technical and Further Education (tafe) institutions. The study established that inequality between indigenous peoples and other Australians in access to and participation in vet has been eliminated. All tafe institutes surveyed have embraced national and state/territory-level policies, and plans to improve indigenous vet and most tafe institutions have established special indigenous organization structures; however, the areas of monitoring indigenous students' performance across institute programs and developing strategies to improve the outcomes students achieve or reduce students' rates of attrition have received relatively little attention. (The report contains 15 references and 61 tables/figures. Appended are the following: description of project methodology, literature review and 30 additional references, 29 tables of statistical data, and student survey results.) (mn)
Australian training review( )

in English and held by 49 WorldCat member libraries worldwide

Current issues and new agendas in workplace learning by David, Ed Boud( Book )

3 editions published in 1998 in English and held by 48 WorldCat member libraries worldwide

This book focusses on what we know and how we think about workplace learning. It is about understanding the complex and multifaceted field of learning at work and in settings related to employment. It attempts to bring together what is currently known about research on workplace learning in ways which are helpful to researchers, practitioners and policy-makers. In particular it focuses on the needed research agenda in this area. The book seeks to capture the rich and varied work which has been undertaken on the increasingly important phenomenon of workplace learning and to describe it in ways which make it accessible. It aims to generate discussion about directions for development of workplace learning and research associated with it
Readings in Australian vocational education and training research by Chris, Ed Robinson( Book )

1 edition published in 1998 in English and held by 47 WorldCat member libraries worldwide

A collection of papers on key vocational education and training (VET) issues including workplace training, training markets, entry level and school based VET and training quality. There is also overviews of recent VET research and evaluation, including an examination of the impact of VET research on decision-making
Working towards best practice in assessment : a case study approach to some issues concerning competency-based assessment in the vocational education and training sector by Barbara Bloch( Book )

1 edition published in 1994 in English and held by 43 WorldCat member libraries worldwide

Between July and November 1993, a cross-section of Australia's school- and workplace-based vocational education and training programs was studied to identify programs using innovative assessment strategies and materials. As innovative strategies/materials were identified, the study methodology was revised and a case study approach was adopted. The eight programs selected for study were competency-based programs. They represented a mix of school and workplace programs and prepared students for certificates in widely ranging areas/occupations, including the following: adult general education, engineering production, carpentry and joinery, public administration, restaurant service, and occupational health and safety. The practices and materials used in each program were identified and discussed. The following issues emerging from the case studies were examined: assessor training; integrating learning and assessment; validity and reliability; literacy, numeracy, and language; enterprise and industry standards; and assessment instruments. (Most of this document consists of the eight case studies. The individual case study reports contain the following kinds of sample materials/exhibits: sample learning activities/modules, assessor guidelines, competency assessment checklists, student assessment criteria, competency statements and corresponding performance criteria, and sample tests. The bibliography lists 10 references.) (mn)
What future for technical & vocational education & training? by William C., Ed Hall( Book )

1 edition published in 1993 in English and held by 43 WorldCat member libraries worldwide

This collection of articles of international appeal on the future of vocational and technical education and training begins with an introduction by William Hall and includes the following papers: "New Vocationalism in the United States: Potential Problems and Outlook" (Benson); "Learning within a Work Context: Training Concepts, Experience, Developments" (Laur-Ernst); "The Unitisation of Qualifications across the Academic/Vocational Divide: Implications for Curriculum Design and the Measurement of Quality" (Stanton); "Reform of Tertiary Education: The New Zealand Experience" (O'Connor); "Policies and Practices in Vocational Education and Training in Australia" (Stevenson); "Influences and Trends in the Liberian Vocational/Technical Education System: Prospectus for the Nineties and Beyond" (Witherspoon); "Reforming Vocational Learning? Contradictions of Competence" (Jackson); "Lessons Learned in Scottish Competence-Based Systems" (Gunning); "How Convincing Are the Arguments against Competency Standards?" (Hager); "Selection for Vocational Education: Some Lessons from Elsewhere" (Foyster); "Quality Improvement in the Vocational Education and Training Industry" (Holland); and "Quality Assurance Audits in Technical and Further Education: Meeting the Needs of the Ministers" (Navaratnam). Most of the papers include substantial bibliographies. (Mn)
Getting to grips with implementing CBT by Roger McL Harris( Book )

2 editions published between 1992 and 1993 in English and held by 42 WorldCat member libraries worldwide

This booklet is intended to help persons interested in developing and implementing a competency-based training (CBT) program. It begins with a definition of CBT and outlines the steps involved in developing and implementing a CBT program (with emphasis on available materials and existing programs in Australia). The first section is a series of questions and answers designed to help trainers determine whether they are ready to implement CBT and whether a CBT program will work for them. Section 2 discusses the following steps in the program development process: preparing others for CBT, designing a CBT program, getting materials and resources, organizing the facilities, and developing management procedures. The third section covers assisting learning, assessing learning, and monitoring a CBT program. Next, the concept of CBT as an evolving phenomenon is discussed briefly. The final section is an annotated bibliography of 14 recommended publications (13 published in Australia) concerning competency-based vocational education programs and their implementation. (MN)
Cognition at work : the development of vocational expertise by J., Ed Stevenson( Book )

1 edition published in 1994 in English and held by 42 WorldCat member libraries worldwide

This book contains eight papers examining vocational expertise and how best to develop it. The first paper, "Vocational Expertise" (John Stevenson), presents five approaches to developing it. The role of context in patterning cognition is considered in "Authenticity in Workplace Learning Settings" (Stephen Billett). In "Learning in Apprenticeship Courses" (Glen Evans), conceptual and perceptual knowledge and performance are discussed as components of competence. "Train Simulators and the Development of Expertise" (Charlie McKavanagh) analyzes differences between novices and experts from the standpoint of their different approaches to problem solving. The conclusion of "Problem-based Learning in Workshops" (Howard Middleton) is that workshop-based programs are much more effective than teacher-centered technical and further education (tafe) programs in helping students develop the creative thinking skills needed for the workplace. "Development of Expertise in tafe Colleges" (John Stevenson, Charlie McKavanagh) explores the nature of teaching and learning in tafe. "Measuring the Press for Skill Development" (John Stevenson, Charlie McKavanagh, and Alan Evans) discusses the Cognitive Power Holding Questionnaire, and "Pressing tafe Learners into Far Transfer within a Competency-Based Training (cbt) Framework" (Fred Beven) uses the questionnaire to monitor emphases on different levels of cognitive procedures in a tourism and hospitality program course. All papers contain substantial bibliographies. Fifty-five tables/figures are included. (Mn)
Australian key competencies in an international perspective by Mark C Werner( Book )

2 editions published between 1994 and 1995 in English and held by 41 WorldCat member libraries worldwide

The skills and competencies considered key to participation in Australia's society and work force and the process used to identify them were examined against the backdrop of the development of New Zealand's essential skills and generic competency developments in England and Wales, Scotland, the United States, Canada, and Germany. It was concluded that most countries' lists of generic/essential skills and competencies are similar and cover the following areas: communication; collecting, analyzing, and organizing information; planning/organization; interpersonal and social skills; numeracy; problem solving; and technological skills. The Australian key competency "cultural understandings" proved unique inasmuch as no other country has specifically developed cultural understanding as a generic skill in its own right. However, Australia's list of key competencies had no equivalent of the United Kingdom's "modern foreign language" core or New Zealand's "physical skills" essential skill. As in the United Kingdom, the development of attitudes and values as a key competency was advocated strongly by industry but rejected by the committee responsible for developing standards. Differences were found in the way individual countries define generic competencies, the number of performance levels at which competencies are defined, and the degree to which individual skills are considered generic. (Contains 37 references.) (Mn)
Making a difference : the impact of Australia's indigenous education and training policy by Chris Robinson( Book )

1 edition published in 1998 in English and held by 41 WorldCat member libraries worldwide

In 1989, Australia embarked on a concerted effort to eliminate the inequalities between Aboriginal and Torres Strait Islander peoples and the rest of Australia's population with respect to access to, participation in, and outcomes from all levels of education and training. All Australian governments (federal, state, and territory) adopted the National Aboriginal and Torres Strait Islander Education Policy, which is based on the principle of indigenous involvement in education decision making. Since its adoption, the new national policy has facilitated a visible shift in attitudes and actions on the part of indigenous and nonindigenous people alike, and technical and further education institutes' and universities' accommodation of indigenous students' needs and aspirations has improved significantly. For the first time, parity between indigenous and nonindigenous people is within sight in some sectors and some age groups. However, more remains to be done in relation to achieving the policy's goals regarding parity of educational outcomes between indigenous and nonindigenous peoples. The most critical issue for future improvements is to create conditions encouraging indigenous people to achieve appropriate outcomes in education and training. (The report contains 19 references. Appended is the text of the Aboriginal Education [Supplementary Assistance] Act of 1989.) (mn)
Australian vocational education & training : students with disabilities 1996 : an overview by Brian Knight( Book )

3 editions published between 1998 and 2000 in English and held by 41 WorldCat member libraries worldwide

This publication provides a detailed description of Australia's vocational education and training system (vet), including key facts and figures. The eight sections of the report cover the following topics: (1) introduction to Australia; (2) overview of the education and training system; (3) overview of the vocational education and training system; (4) important features of the vocational education and training system; (5) apprenticeship and traineeship schemes; (6) the vocational education and training certification system; (7) accreditation of vocational education and training programs; and (8) accreditation of vocational education and training providers. Some positive features of Australia's vocational education and training system include high rates of participation by the working-age population; clear national policies and goals for vet; high levels of industry and government input and support; a strong system of public training institutions as well as good private providers; national accreditation; and a competency-based training system. The report contains 18 references. (Kc)
Evaluating the contribution of competency-based training by Dianne Mulcahy( Book )

1 edition published in 1999 in English and held by 41 WorldCat member libraries worldwide

The contribution of competency-based training (cbt) to Australia's vocational education and training (vet) sector was examined through three data collection activities: review of Australian and international literature on vet and cbt; telephone survey of a sample of training managers of 195 companies across Australia; and 8 intensive case studies of competency-based vet programs throughout Australia. According to the literature review, the contribution of cbt to outcomes in vet is strongly related to the following: how competency is conceived; flexibility in the development and use of national competency standards; and processes and structures of training provision. The national telephone survey indicated that CBT's success relies on the following three factors: (1) specific skills, on-the-job learning and assessment, and recognized training with formal acknowledgment of skills in a qualifications structure; (2) enterprise development in adapting to and managing changing workplace realities; and (3) workplace and industry accountability. The case studies showed that CBT's outcomes depend on how competency is conceived and how the training process is defined. (The report contains 115 references. Appendixes, constituting approximately 40% of this document, contain the following: national survey information, descriptions of case study sites, case studies, telephone survey questionnaire, case study observation schedule, and case study interview questionnaire.) (mn)
 
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Alternative Names
N.C.V.E.R

National Centre for Vocational Education Research

NCVER

Languages
English (84)